Curriculum Types

Curriculum Elements Types

General Capabilities
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ACLITC003

Participate in real or simulated transactions using simple language and gestures in activities and games involving buying and selling[Key concept: exchange; Key processes: exchanging, describing]

literacy numeracy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC049

Compare everyday social experiences and related language use and consider own responses and reactions and those of others[Key concept: intercultural understanding; Key processes: comparing, reflecting, connecting]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITU111

Analyse variable linguistic features present in the learning contexts and texts to develop an understanding that language use varies depending on participants, their roles and relationships, and according to the contexts of situation and culture

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITU111 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLITC118

Use classroom language to question, elicit and offer opinions, and compare and discuss ideas[Key concepts: compromise, debate; Key processes: expressing, questioning, presenting, representing]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLITC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLITC126

Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence [Key concepts: memory, language affiliation, judgement; Key processes: connecting, evaluating, …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC047

noticing that there is not always word-for-word equivalence when moving between English and Italian, for example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė Vietato, calpestare l’erba!)

Elaboration | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC049

comparing how Italian and English are used in learning to agree/disagree politely with others when questioning and evaluating, for example, (non) sono d’accordo. Anch’io. Secondo me non è vero/bello/giusto

Elaboration | ACLITC049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC104

identifying Italian–English cognates (for example, dizionario/dictionary, farmacia/pharmacy, intelligente/intelligent, mercato/market) and using them to predict meaning

Elaboration (3) | ACLITC104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (4) ACLITC104

developing awareness of Italian–English ‘false friends’ and reflect upon how they assist or inhibit meaning, for example, parenti = relatives (not parents), libreria = bookstore (not library), crudo = uncooked (not crude), bravo = good (not brave)

Elaboration (4) | ACLITC104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC123

comparing different translations of the same message in Italian and English, for example, Devo scappare/andare/correre can be translated as 'I must/have to run/go' or 'I got to run/go

Elaboration | ACLITC123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (6) ACLITC121

interpreting how sounds, images, body language and language choices in texts such as songs and films carry Italian values, for example what aspects of the film, in La vita è bella convey the importance of love and family in Italian culture

Elaboration (6) | ACLITC121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC031

describing memberships of a wider network such as a club, country or language-speaking community (including being a learner of Italian), using textual and visual representation

Elaboration | ACLITC031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITU037

recognising that there is the standard language called ‘Italian’ as well as a number of different dialects spoken throughout Italy and the Italian diaspora, and that these may be used in hybrid ways

Elaboration (1) | ACLITU037 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (4) ACLITC047

observing and reporting on the Italian language present in the Australian community, for example, noticing public signs in Italian, texts such as magazines and television programs, and computer games

Elaboration (4) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC049

exploring with the teacher aspects of Italian culture that may create comfort/discomfort with the ideas and language used by others, for example, fare il bidet

Elaboration (1) | ACLITC049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITU073

recognising that language use changes according to the text type and modality, for example, comparing emails and letters, written notes and SMS, diary and interactive webpages

Elaboration (1) | ACLITU073 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITU076

understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Salute! Cin Cin! Buon appetito!

Elaboration | ACLITU076 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC121

identifying practices, values and beliefs of characters in extracts from contemporary Italian literature, film and popular culture, comparing these with texts in own language and culture and with their own experiences

Elaboration (1) | ACLITC121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLITC083

Read, discuss and review a range of imaginative texts and respond by expressing opinions, explaining the themes, discussing characters, and considering language use and cultural meanings[Key concepts: imagination, emotion, voice; Key processes: interpreting, …

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLITC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC099

Develop language to interact in classroom routines and tasks, for example, posing questions, asking for repetition, rephrasing, explaining, asking how to say something in Italian, expressing opinion, and giving and following instructions[Key concepts: …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

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